理解跨国教育的影响：来自英国跨国教育校友的洞察

Dr Sladana KrsticAlexander TowneLiz Worthen DOI:https://doi.org/10.57884/5P5V-CF57 Citation: Krstic, S., Towne, A., & Worthen, L. (2025).Understanding the Impact of Transnational Education: Insightsfrom UK TNE Alumni. British Council.https://doi.org/10.57884/5P5V-CF57 © British Council 2025, published under a Creative CommonsAttribution Non-Commercial 4.0 International Licence(https://creativecommons.org/licenses/by-nc/4.0/) Contents 1. Executive Summary.................................................................42. Introduction...............................................................................53. Methodology..............................................................................64. Findings.......................................................................................84.1 Demographics.......................................................................84.2 TNE graduates’ education experience...........................104.3 TNE graduates’ career......................................................144.4 Local impact.......................................................................174.5 Skills development and use.............................................194.6 UK perception and advocacy..........................................244.7 Further insights..................................................................304.8 Feedback and areas for consideration..........................325. Conclusion...............................................................................356. References..............................................................................367. Appendix A...............................................................................37 1. Executive Summary As transnational education (TNE) continues toexpand—across borders, institutions, and deliverymodels—so too does the imperative to understandits impact. This extends not only to students andgraduates, but also to the local communities inwhich TNE is embedded. TNE served as a catalyst for social innovation, withgraduates founding NGOs, influencing policy, andimproving local services. On a personal level, alumni consistently cited therelevance of their UK qualifications and highlightedenhanced skills in areas such as critical thinking,research, and communication. Many described atransformation in their career trajectories—reporting increased confidence, strongerleadership capabilities, and a more proactivemindset in both professional and civic life. No longer a niche provision, TNE now reacheshundreds of thousands of students worldwide. Yetbeyond enrolment figures and the proliferation ofinstitutional partnerships, a critical questionpersists: What difference does TNE make on theground? The research also highlights a strong desire amongalumni to maintain ongoing connections with theUK, particularly through further study andprofessional development. Many have becomeadvocates for UK higher education—not onlybecause of its academic quality, but also due to theinclusive values and global networks they accessed,even without physical mobility. Do TNE graduates feel equipped with the skills,knowledge, and confidence to succeed in the jobmarket? To what extent do they feel connected tothe awarding institution or country? And whatimpact does this model of education have on thelocations where it’s delivered? The research presented in this report seeks toexplore these questions through a mixed-methodsstudy involving survey data from 550 UK TNE alumni(taken from the Alumni Voices survey) and in-depthinterviews with 27 UK TNE graduates. The studydraws on the British Council’s Alumni UK networkand provides insights into the lived experiences andlong-term impacts of UK TNE. While the researchfocuses specifically on UK TNE, many of the findingsare relevant to TNE more broadly. Survey results reinforce this finding: •97.3% of UK TNE alumni expressed a willingness torecommend a UK education.•96.7% reported recommending the UK as a placeto visit within the past year. While physical mobility may deliver deeperpersonal engagement with the UK, this studydemonstrates that TNE also fosters meaningfulcultural understanding and positive sentimenttowards the UK. Research Questions The study was guided by three core questions: •What is the experience of UK TNE graduates interms of their education experience and its effecton their career?•How does UK TNE align with local skills andemployment needs?•Does UK TNE foster strong UK links and/orpromote universal values aligned with UK ideals? Conclusion This study represents a preliminary step inexploring the outcomes and impacts of TNE. While itprovides valuable insights, significant knowledgegaps remain. A more robust focus on TNE metricsand longitudinal data is needed to betterunderstand how TNE contributes to specific sectors,communities, and regional development. Enhancedevidence will not only support more effective policyand practice, but also help reali